matheMOEENGTZ0XXXX

MARKSCHEME

MAY 2016

MYP MATHEMATICS EXTENDED

ON-SCREEN EXAMINATION

24 pages
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This markscheme is confidential and for the exclusive use of examiners in this examination session.

It is the property of the International Baccalaureate and must not be reproduced or distributed to any
other person without the authorization of the IB Assessment Centre.

   

 
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The markscheme may make use of the following abbreviations:
 
RM Assessor has the following annotations that should be used to award marks:  
A0 only use to award a zero mark for an answer that has no merit e.g. awarded for the candidate that has a wrong answer with no working  

NR only use when the candidate has not made any response also stamp the response with   

 Marks awarded by stamping the tick  

Seen; must be stamped on all blank response areas and on concatenated responses  

 unclear  

 Bullet notation means award 1 mark – see example 1 below

ECF Marks that can be awarded as error carried forward from previous results in the question
BOD Benefit of the doubt
MR misread
NWS no working shown
SC special case
OE or equivalent
WTTE or words to that effect
AG Answer given

Example 1 
 1 mark awarded and corresponding notes are aligned 

b  Show clear line of reasoning in the method 45 & 49 seen OE

e.g. 49 45
2
 4 ACCEPT 45+X/10=4.9 and Ans 4

 
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Error Carried Forward (ECF) Marks

Errors made at any step of a solution affect all working that follows. In general, Error Carried Forward (ECF) marks are awarded after an error.
a) ECF applies from one part of a question to a subsequent part of the question and also applies within the same part.
b) If an answer resulting from ECF is inappropriate (eg, negative distances or sinx > 1) then subsequent marks should not be awarded.
c) If a question is transformed by an error into a simpler question then ECF may not be fully awarded.
d) To award ECF marks for a question part, there must be working present for that part.
e) ECF is only applied to working which is correct. This means that all working subsequent to an error must be checked for accuracy.
f) A misread (MR) is an error. ECF is normally awarded.

General points

a) As this is an international examination, accept all alternative forms of notation, for example 1.9 and 1,9 or 1 000 or 1.000. However DO NOT
ACCEPT incorrect mathematical notation e.g x^2 for x2 unless noted otherwise in the MS.
b) Ignore further working after a correct answer unless it indicates a lack of mathematical understanding i.e. if the further working contradicts the
correct answer, then the last mark cannot be awarded.
c) Where candidates have written two solutions to a question, mark the response that deserves more marks.
d) In the markscheme, equivalent examples of numerical and algebraic forms or simplified answers will generally be written in the notes preceded
1 x
by OE or equivalent e.g. or 1/2 or 1  2 and x / 2 or x  2
2 2
e) In the markscheme, information provided in brackets indicate detail that may be seen in a candidate response but is not necessary to award the
marks.
f) Special case marks SC can be allocated instead of but not in addition to the marks prescribed in the markscheme.

Questions marked using Holistic markscheme in task 3 questions.

Some questions in the markscheme are indicated to be marked holistically. In these questions follow the following procedure to award the marks:
1) Best-fit the work in a certain band by taking an overview of the first two columns, the strand and the specified criteria.
2) Use best judgement to award the work the specific mark within the band; whether in lower, middle (if appropriate), or highest.

 
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Task 1

Answers Notes Total

1 a • x=4 1
b  4 Accept (4,4) or p = 4 and q = 4
  1
4
•  
c Must be correct within tolerance of half a square
Accept no label on D

d  4   4   4
•1 4   4  4  4 or vector format    •1 Their answer (b) and   which is given OE
 4  4   4 2

•2 0 •2 ECF for correct multiplication of any two vectors

e • explanation that mentions 90o or perpendicular
ECF could be awarded for a correct comment on their product e.g.
correctly state the angle is acute/obtuse.
For example the candidate says :
1
“It allows you to find the angle between the vectors”
“it is the cosine of the angle between the vectors”
“the angle is X i.e. they correctly find their angle”

 
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2 a •1 1st mark for two from the points below
•2 2nd mark for four from the points below
Correct comment comparing median or LQ or UQ or min or max
Correct comment comparing IQR or range
Correct values of median or LQ or UQ or min or max
Correct values of IQR or range
A comment for comparison would have higher or lower or same in
both countries or WTTE
Any reference to mode e.g. “most/usually shoe sizes” is incorrect
Accept use of average for the median 2
Accept values of IQR given as (LQ-UQ)
Accept values of range given from min to max

SC If there is not enough comments or correct values but the

candidate states: that the shoes sizes in Brazil are bigger than in
Egypt WTTE: award 1 mark
b •1 one multiplication correct •1 OE 6 % or 0.06 seen or 2 % or 0.02

•2 second multiplication and addition shown •2 OE 0.06+0.02 3

•3 correct answer 0.08 •3 OE 0.08 without working award 2 marks

c P B  D
P (B / D)  •1 Use of conditional probability formula
•1 P D
0 .4  0 .05
•2 Accept their 0.02/their 0.08 ECF
• their 0 .08
2
Note: 3
Formula at •1 can be implied
All probabilities must be less than 1

1 1
•3  OE e.g. 0.25 •3 OE without working: award 2 marks
4 4

 
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3 a x 32
•1 f  g(x)  •1 Substitutes x + 3
3 x  3 11
x32
•2  2
3 x  9  11 •2 Opens out bracket


 x  1
AG g  f : award 0 marks
3 x  2 Note: if they use

b •1 3 yx  2 y  x  1 •1 Changes f  g fog to y and cross multiplies

•2 3 yx  x  2 y  1 •2 x terms to same side

•3 x (3 y  1)  2 y  1 •3 Taking x (or y if candidate exchanged them) as common factor

2y 1
•4 x  •4 Writing x in terms of y
3y 1

2x  1
( f  g ) 1 ( x)  , •5 Exchanging x and y may be seen earlier
5
• 3x  1  
6
1
6
x
• 3 •6 The domain can be written differently as
1
x R  { } or R - {1/3}
3

Note: Some working may be implied.

Note: If an error makes the working easier full ECF cannot be
awarded
2x  1
( f  g ) 1 ( x)  ,
3 x  1  with no working : award 4 of first 5 marks
   

 
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Alternative method
3 b x 1 •1 Changes ∘  
•1 y 
3x  2

x 1 •2 Divides of the terms

•2
3x  2
2 1 5/9 1
•3 h  and k  or y   •3 Recognises h and k
3 3 x2/3 3
1 •4 Puts h instead of k
•4 new h 
3

5/9 2 •5 Puts k instead of h

• placing 1/3 for h or y 
5

x  1/ 3 3

1 •6 Domain can be written differently 

•6 Dom : x 
3  
 

   

 
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4 Accept the use of decimals in their working. The final answer
must be exact. See note at mark •9
•1 Correct use of Pythagoras or trigonometry
•1 r  2  2  or sin45 =2/r   OE
2 2 2

•2 (r ) 8 •2 √8 SEEN Without working award 1 mark from •1 and •2

•3 height of cone 4 •3 finds height of cone (may be seen at any stage or implied)

•4 (V cylind er  )  th e ir r 2  2 6 •4 Substitutes in formula

•5 208π SEEN Without working award 1 mark from •4 and •5

•5 (v )208

1 •6 Substitutes in formula
•6 (Vcone )   their r  4
2

3 9
32
(Vcone ) 
•7 3 •7 32 π /3 SEEN Without working award 1 mark from •6 and •7

•8 their cylinder + their cone

•8 Adding their two volumes. May be implied.
656
•9 Answer must be given in terms of π. Do not award •9 for an
9
• 3 answer that is not exact.

SC: for the candidates that use r = 2 correctly: award 7 marks

See below answers for this SC
(Vcylinder )208  
32
(Vcone ) 
3
656
(Total V )
3

   

 
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5 a •1 crosses at 0 and 30 or a is a distance travelled along the x-axis •1 or when the ball is at 30 the height is 0 OE e.g. substitutes (30, 0)
•2 x  0 or x  a
2

b •1 the maximum height occurs at x 15 •1 Can be seen as substitution in the equation
•2 h15  9 m
2
•2 9 with no working award 1 mark
c •1 substitute x = 26

•2 h = 4.16 •2 4.16 without working: award 1 mark

3
•3 4.16 > 3 m therefore SCore or yes •3 4.16 > 3 m, without working award 2 marks

d x(30  x)
•1 •1 sets up inequation
25

•2 x(30  x)  75 or x 2  30 x  75  0 this should be 75 •2 cross multiplies is minimum for the mark

30  (30)2  4(1)(75) •3 substitutes into quadratic formula

•3 x
2 5
4
• finds 2 roots
•4 ( x )27.2 and ( x )2.8
or estimates from the graph in the range 2<x<4 and 26<x<28 award:
1 mark from the first four bullets

•5 27.2  2.8  24.4 •5 subtracts to find the distance

or ECF correctly subtracts their estimated values

 
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Task 2

Answers Notes Total

6 a • the values double or r = 2 1
b •1 evaluates 3520 3520 must be seen
•2 because the values are above 20 and below 20 000 Accept “because 20<their A<20 000” OE
2
Accept their 3520 is less than 20 000 Award 2 marks

c •1 1 term correct •1 F n  F0  2 n award 1 mark

•2 both terms correct and multiplied •2 Allow alternative fully correct formula
2
i.e. 55  2 n 1
( F )27.5  2 2 n

d F •1 Rearrange
 2n
•1 27.5
Fn
F •2 Award 1 mark for log
log2  log2 2n 27.5
•2 27 .5 3
Fn
F log
n  log2 •3 Award 2 marks for 27.5 OE
•3 27.5 log2 2
•3 Correct answer without working: award 2 marks
e 28160 Alternative method
n  log2 •1 Continue the sequence
•1 27.5 2

•2 n  log 2 1024  10 yes as a whole value •2 10 seen and answer yes

 
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f This table gives some key values which might be seen – the table goes over two pages
Aspect 1 mark 2 marks
IR: Identification of One numerical factor mentioned from: More than one numerical factor mentioned
relevant information  Octave (either width 194.5mm or
number of octaves 9)
 Keys (either width 23mm or number
63-66)
 Arm span 1.65m
 Width of the piano as shown 148cm
 Room/door size (eg. average room
3x4)
 Human hearing 20HZ to 20 000HZ

CM: Calculation of Relevant calculation without mentioning gaps Calculating width including gap or adding extra width
measurements or extra width Examples:
including width Examples: 9 x 194.5 9 octaves and includes gap between keys
Calculating the number of keys ie 52 + 2 x7 gap width: (194.5 – 8x23)/ 7 or 8 gaps = 1.5 / ----mm
Accept answer is in the range 63-66 Key + its gap = 23 + 1.5=24.5
OR Hence width = 66x24.5 + 1.5 (1 extra gap at the end) =1618.5 mm 10
Calculating the width of the piano keys OR Calculating extra width at the end in the original piano:
(63-66 )x 23 In normal piano of width 1480mm there are 52 keys so extra width
ACCEPT any reasonable value both sides is 1480 – (52x24.5 + 1.5)=204.5 mm
So the 66 keys piano needs to be 1618.5 mm + 204.5 = 1823mm
JD: Justification of Rounding used in any element Justifies their choice of rounding
degree of accuracy
PD: Practicality of Limited argument: Justified argument
new design Some examples: Some examples:
Not acceptable because people are used to Referring to price in anyway: Not acceptable because the added
smaller pianos octaves will increase the price of the machine and at the same
time 2 octaves will not add much

Acceptable as it will include all octaves that Referring to the difference in width between normal piano and this
people can hear one in any way: Acceptable because the added width will be only
about 30 cm which can fit in a standard room width
QD: Quality of overall Limited discussion Balanced discussion
discussion (Holistic
judgement on the
whole response)
 
 
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7 a 1.19
cos  73 
•1 s
2
1.19
•2 s  ( 4.07 m) AG
cos  73
b h OE with sine ratio
•1 tan73 
1 .19 2
•  h  389
2 . ... 2314616cm 2
• Correct answer without working award 1 mark only
1
c • calculates angle 20
x 4.07
 •2 Use of sine rule
•2 sin 20 sin 53

•3
 x 174
. ... 3000362cm •3 Calculate x
5
Accept correct method using other lengths
4 .  2 their 174
• w2  553 .  or their 2.93 from •3
. 119 Alternative method for •1 •2 •3
1
• TAN = h/y uses TOH in right angle triangle
•2 y = tan/h cross multiply y = tan 53/3.89 their 3.89
.  cm
•5 w2  4944 •3 y = 2.93 calculate
d •1 attempt to work out another width ECF answer from (c) •1 w3  49 .44  2  ( their 1 .74  1 .19 )

.  2 8 
•2 w9  553  their174 . 
. 119 •2 8 subtractions
3

.  cm
•3 w9  842 •3 Accept correct to 1 decimal place
For candidates that do not apply the scale 1:100 treat as a misread MR on the first occasion, ECF can be awarded so candidates can gain full marks for subsequent
working.
The final answer for 7a) 7b) 7c) should be in the answer box. If there is not a value in the answer box, award marks for final answers in the response box.
   

 
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7 e Aspect 1 mark 2 marks
Identify the relevant Identify one of the following: Identify more than one of the following:
information required Total measurements of the model Total measurements of the model
Volume of the model Volume of the model
Elements of the pyramid (temple and Elements of the pyramid (temple and platform)
platform) the scale 1:100
the scale 1:100 Practicality of the size of the model
Practicality of the size of the model

Consider the degree of Consideration the implication of the degree of Consideration the implication of the degree of accuracy on
accuracy accuracy on the given values. the calculated values.
Examples: Examples:
Recognizing that the lengths given to the 2.7x9+6 =30.3 and not 30cm (2.5 instead of 2.7 we get
nearest cm 2.5x9+6=28.5 which is far from 30 or 3cm instead of 2.7 we
Recognizing that the angles given to one get 3x9+6=33 which is far from 30)
decimal place The width of first platform 55.3cm while it could be 55 and in
this case 9th platform 55-2x2x8=23 cm
The width of 9th platform could be 23 cm instead of 23.3 and 6
in this case the 1st platform 55cm
Recognizing the difficulty of using a model with dimensions
more accurate than nearest mm because of measuring tools
available

Comment on the validity Comment not supported with evidence. Comment supported with evidences.
Examples: Examples:

The model will be close enough to look like The model is practical and referring to overall size (height
the real pyramid being about 30, width being about 50 cm) and can be
carried/placed on a table easily

The model was calculated with correct
mathematical steps so it is valid
The model is not very valid because the total height needs to
be to the nearest mm like the height of the platform (27 mm).
this will lead to inaccurate angles compared to real pyramid
The erosion had an effect on the real pyramid and this is not
taken into account in the model

 
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Task 3

Answers Notes Total

8 a • states the limit as 8 Correct limit 1
b •1 two correct from p=5 q=6 r=7 Award 1 mark for two correct values
2
•2 all three correct
c •1 any correct patterns For example
Column a increases by 3 or multiples of 3
Column L increase by 1 2
Do not accept column b are the same / all 3
•2 in words give a rule e.g. divide column a by 3 and then add 2
d 1 Any correct rearrangement
L a  b or L  xc  2
•1 3
2
1
L a2
•2 3 Award 1 mark for each correct term
   

 
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e Mark holistically
Strand Holistic markscheme Mark band
Discover patterns DIS: Nothing from below

Describe patterns DES: 0

Prove, verify, justify PVJ:

Discover patterns DIS: One prediction made

Describe patterns DES: Attempt to describe a pattern in words 1-3

Prove, verify, justify PVJ:

Discover patterns DIS: More than one prediction made

Describe patterns DES: A pattern correctly described in words 4-6

12
Prove, verify, justify PVJ: Attempt to test their described pattern
Discover patterns DIS: More than one prediction made

Describe patterns DES: A pattern described as suggested general rule consistent with some of the findings 7-9

Prove, verify, justify PVJ: Their general rule is tested correctly

Discover patterns DIS: More than one prediction made

Describe patterns DES: A pattern described as correct general rule consistent with findings 10 - 12

Prove, verify, justify PVJ: A general rule is fully proved or verified and justified

SC More than one prediction made with constant value for column A without any pattern description award 3 marks
Patterns need to refer to a relation involving a   b  and  L   
Predictions could be seen in the table or in the answer box

 
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Exemplification
The candidates can populate the table using the simulator.
Candidates who restrict themselves to the pattern shown can only discover simple patterns e.g.
For L in terms of row number [L = n+3] and a in terms of row number [a = 3(n+1)]. Simple patterns can only gain credit up to Mark band 7–9.
1 2
Candidates who use the simulator to vary a and b will be able to described more complex patterns and find a b.
3 3
Using random values of a and b will probably not prove useful. Some systematic approach will be more helpful. Here are some examples.
Candidates keep the same a values and change b – they will soon see that multiples of 3 are better to use.
a b L

3 6 5
6 6 6
9 6 7
12 6 8
They might write down a rule and test it again using the simulator.
They might try b = 0
a b L

3 0 1
6 0 2
9 0 3
12 0 4
Candidates need to use other a values. They might keep a constant and vary b. And again put a = 0
a b L

3 3 3
3 6 5
3 9 7
3 12 9

a b L

0 3 2
0 6 4
0 9 6
0 12 8

 
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9 a  1 1 
b  a  b  2
1
•  2 2 
2
1 1  1 3
a 1 b 2  a  b
2  2 2  4 4 AG
• 
b •1 student generates a sequence

3
2
• 4
4
5
•3 8

•4 this sequence represents the coefficients of b

   

 
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c Mark holistically using a best fit approach
Strand Holistic markscheme Mark band
Discover patterns DIS: Nothing from below

Describe patterns DES: 0

Prove, verify, justify PVJ:

Discover patterns DIS: Attempt at patterns or rules

Describe patterns DES: 1-2

Prove, verify, justify PVJ:

Discover patterns DIS:

Describe patterns DES: One or more patterns in words 3-5

Prove, verify, justify PVJ: Attempt to test one pattern

Discover patterns DIS: 14

Describe patterns DES: One or more patterns in words, evidence of working to find a rule, any general rule
6-9

Prove, verify, justify PVJ: Evidence of testing the rule

Discover patterns DIS:

Describe patterns DES: Two or more patterns or rules found, a general rule found that links to 8e 10 - 12

Prove, verify, justify PVJ: Attempt to prove or verify or justify a rule linking to 8e
Discover patterns DIS:

Describe patterns DES: Patterns or rules found 13 - 14

Prove, verify, justify PVJ: Prove the rule from 8e or verify and justify the rule from 8e

 
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Exemplification
Candidates may look at their developing table and find simple and more complex patterns.
Example
The denominators go 1, 2, 4, 8, 16, 32, …
The denominators are 2n
The numerators always add to give the denominator e.g. 5 + 11 = 16
The coefficients always add to give 1
The coefficient of a is always smaller than that of b
1
Recognizes geometric sequence with r   r
2

The coefficient of a is always nearly half that of b

The numerators go 1, 3, 5, 11, 21, 43, 87, …. starting at term 3
The rule for the numerator of b is double the numerator of a and then add or subtract 1
The numerators always add to the denominator
The numerator of b is the numerator of a plus twice the previous numerator of a

Recognizes it is a summation
1 1
1  -…
2 4

1 2
Example for minimum justification for a  b the further term coefficients tends to be that the
3 3
coefficient b is double the coefficient of a or the limit of the sequence is 0.33333...a  0.66666...b
(for 9 marks)
2 1
Sums geometric sequence for coefficient of b  , deduces coefficient of a must be .
3 3
Concludes proof

 
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Appendices

Question 4

 
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Question 5

 
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Question 6

 
 

 
 
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Question 7